A psychological platform for GenAI and human co-piloting in education

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Published: Apr 4, 2025
DOI: https://doi.org/10.14786/flr.v13i1.1523
Keywords:
GenAI, , Co-Piloting, , Psychological Needs,, structure,, involvement

Main Article Content

Luke Fryer
University of Hong Kong, Hong Kong
https://orcid.org/0000-0001-6250-5950

Abstract

GenAI (Generative Artificial Intelligence) will have a growing role within formal education. What should that role be? How do we treat GenAIs as an opportunity to enhance and reenergise teaching and learning? This position paper suggests that answers to these questions should start with our foundational psychological theories about what students need to function and develop well. This position article outlines how psychological needs theory, focusing on students' basic psychological needs for competence and relatedness might be a path forward. Teacher behavior supporting these psychological needs (i.e., involvement and structure), which have established relationships with learning outcomes, are used as a base for assessing the potential roles of human and AI instructors. A balanced approach that draws on the strengths of each instructor is suggested as a possible way forward for research and practice in this area. Co-piloting the educational ship forward could herald a brighter future for students across educational levels and contexts.
 

Article Details

How to Cite
Fryer, L. (2025). A psychological platform for GenAI and human co-piloting in education. Frontline Learning Research, 13(1), 76–83. https://doi.org/10.14786/flr.v13i1.1523
Issue
Vol. 13 No. 1 (2025): Frontline Learning Research
Section
Articles

FLR adopts the Attribution-NonCommercial-NoDerivs Creative Common License (BY-NC-ND). That is, Copyright for articles published in this journal is retained by the authors with, however, first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

Author Biography

Luke Fryer, University of Hong Kong, Hong Kong

 

 

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